Montana Warm Line

Montana Warm LineWarm Line Responder Training

1Mental Health America of

Montana

I. Introduction, Policies & ProceduresII. Boundaries and Frequent CallersIII. Values and FeelingsIV. Active ListenV. Crisis Theory and ManagementVI. Cultural IssuesVII. SuicideVIII.Mental HealthIX. Self Care and Stress ManagementX. Child and Elder AbuseXI. Sexual and Relationship ViolenceXII. Addictions

Training Agenda


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I. Introductions, Policies and Procedures


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Who is MHA of MT What is the Montana Warm Line

◦What is the role of a Warm Line Responder

Training expectations and Activities Personnel policies, grievance procedures,

responsibilities Scheduling, call log forms, supervision,

and team meetings Code of Ethics

Introductions, Policies, and Procedures


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Mental Health America of Montana (MHA of MT) is a nonprofit organization whose mission is “educating and advocating for the mental health of all Montanans”

MHA of MT also provide resource referrals and professional education

MHA of MT is the official Montana Outreach Partner for the National Institute of Mental Health (NIMH), and provides informational materials for mental health providers, consumers, family members and the general public.

Who is MHA of MT


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Montana Warm Line and Virtual Drop-In Center

Annual Children’s Mental Health Conference Mental Health Caucus and Advocacy Newsletter and Information Dissemination Information and Referral Prevention and Reduction of the Incidence of

Suicide in Montana (PRISM) Stigma Reduction Consultation

MHA of MT: Programs


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Consumer run ◦ All responders are mental health consumers who are in

recovery (job description)◦ Responders do the following:

Give back to the mental health community Are sensitive and re-assuring Provide supportive active listening

Telephone-based “warm line”◦ Open 4:00 – 10:00 pm Monday thru Friday◦ Open 1:00 to 10:00 pm Saturday and Sunday

“Virtual” drop-in center◦ Blogs◦ Chat Room

Montana Warm Line


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Background into state of Montana mental health facts Purpose of Montana Warm Line Responsibilities of Responders

◦ Active Listening◦ Promote caller self-determination and decision-making◦ Offer encouragement, hope, and re-assurance◦ Maintain own wellness and recovery◦ Respond to emergencies appropriately◦ Maintain supervision with prevention coordinator◦ Complete call log sheets◦ Be available during your responder shift◦ Participate in trainings◦ Comply with policies and procedures

Training Expectations & Activities


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Objectives◦ Safe training environment◦ Role plays

Group Triads Individual Self Evaluation process

◦ Understand responder role◦ Confidentiality Policy◦ Policy and Procedure manual◦ Complete responder responsibilities

Call log sheets Supervision

Training Expectations & Activities


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Personnel Policies, Grievance Procedures, & Responsibilities


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Volunteer or Employee??◦ Employment application◦ Confidentiality statement signature

Protections Expenses Discipline process MHA of MT Board oversight

P & P Manual


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Warm Line Responder scheduling process◦ Warm Line hours◦ Telephone capacity◦ Accountability to Prevention Coordinator

Call log sheet◦ Hard copy/Soft Copy◦ On-line access◦ Quantification of log sheet data

Quarterly reporting Continual learning process

Scheduling & Call Log


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The primary responsibility of a WLR is to help peers achieve their own needs, wants, and goals.

WLRs will maintain high standards of personal and professional conduct.

WLRs will conduct themselves in a manner that fosters their own recovery.

WLRs will openly share with peers, other WLRs and non-peers their recovery stories from mental illness or co-occurring disorders as appropriate for the situation in order to promote recovery and resiliency.

WLRs at all times will respect the rights and dignity of those they serve.

WLRs will never intimidate, threaten, harass, use undue influence, use physical force, use verbal abuse, or make unwarranted promises of benefits to the individuals they serve.

WLRs will not practice, condone, facilitate, or collaborate in any form of discrimination on the basis of ethnicity, race, sex, sexual orientation, age, religion, national origin, marital status, political belief, mental or physical disability, or any other preference or personal characteristic, condition, or state.

Code of Ethics


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WLRs will promote self-direction and decision making for those they serve.

WLRs will respect the privacy and confidentiality of those they serve. WLRs will promote and support services that foster full integration of

individuals into the communities of their choice. WLRs will be directed by the knowledge that all individuals have the

right to live in the least restrictive and least intrusive environment. WLRs will not enter into dual relationships or commitments that

conflict with the interests of those they serve. WLRs will never engage in sexual or intimate activities with peers

they serve. WLRs will not use illegal substances under any circumstances. WLRs will keep current with emerging knowledge relevant to recovery

and will share this knowledge with other certified peer specialists. WLRs will not accept gifts from those they serve.

Code of Ethics


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II. Boundaries and Frequent Callers


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What are boundaries◦ How to recognize◦ How to set them with self and callers

Supporting callers◦ What helps◦ What hinders/hurts◦ Know your own signals

Physiology Emotions Thoughts Actions

Know The and Thy Boundaries


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Outline for calls◦ How to introduce yourself◦ How to get to the need(s) of the caller◦ How to be strength based◦ Ending a call◦ Complete the call log

Supervision about calls◦ Do a follow up call the next day with your

supervisor◦ Have a specific call to discuss◦ Answer your questions

Know The and Thy Boundaries (cont.)


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It’s not necessarily a bad thing (you or we must be doing a good job)

Boundaries you can set:◦ Time◦ Scope of the Warm Line◦ Code of Ethics◦ What doesn’t feel good to you

Your comfort◦ Identify what is out of your boundary (anger,

trauma, substance use, harmful thinking)◦ Learn to re-direct

Frequent Callers


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What’s inappropriate for me?◦ Use supervision and FYI sessions to establish your

comfort level◦ Ask for help

Prevention Coordinator Warm Line Responders Executive Director

Frequent Callers


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III. Values and Feelings


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Your role on the WL is not to change callers’ values, or even to talk about your own values. It is to help callers think through their individual situations and make the best decision for themselves based on their own beliefs, values, and circumstances. What WLRs value:

◦ Acceptance◦ Non-judgment◦ Balance◦ Realism◦ Awareness◦ Self-determination

Values


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Feelings are neither good nor bad; they just are.

Everyone has the right to his or her own feelings.

Everyone has the responsibility for his or her own feelings.

Feelings make sense when considered in the context of the individual’s world view

Denying a feeling does not make it go away.

Feelings


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Categories of Feelings:◦ Desire◦ Anger◦ Happiness◦ Sad◦ Fear◦ Depressed◦ Guilt◦ Anxiety◦ Inadequate

Feelings


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Assumptions Religious Fanatic Pregnant Teen Promiscuous Female Welfare Recipient Professionals Child Abusers Volunteers Promiscuous Male Child Molester

Spouse Abuser Drug Abuser Psychotic Minorities Alcoholics Hysterical People Abortion GLBT Extramarital Affairs Senior Citizen Pro-wrestling


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Basic human needs◦ Security◦ Love and belonging◦ Power◦ Freedom◦ Fun

Intrinsic vs. extrinsic psychology◦ Stimulus response◦ Choice theory

Why Do People Do What They Do: Understanding Human Behavior


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IV. Active Listening


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Be fully present – communicate genuine interest, positive regard

Be fully present – eliminate external distractions

Be fully present – eliminate internal distractions

Be fully present – eliminate internal personal judgments

Be fully present – practice empathy understanding

Active Listening Strategies


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Be fully present – actively listen for understanding

Be fully present – use reflective and empathic responses

Be fully present – facilitate clarification and concreteness

Be fully present – encourage exploration of deeper meaning

Active Listening Strategies


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Evaluating and/or judging Jumping to conclusions Assuming (remember the old adage) Know it all behavior Short attention span Hearing what we want Talking when we ought to listen Thinking we know better Fearing change

Roadblocks to Active Listening


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I see I’m not sure I

understand – do you mean…

Oh You hate that Mm hmm You’re confused that Interesting Let’s discuss it Seems you’re know…

You’re really clear about that

You feel lonely right now

I’d be interested in your point of view

Go ahead – I’m listening

You’re upset Tell me the whole

story

Door Openers


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V. Crisis Theory and Management


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Definition:A crisis is any situation for which a person does not have adequate coping skills. It is “self-defined”.

Crisis


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Defined:Crisis intervention is “emergency first aid” for mental health.

Purpose:Assist the person and/or group to return to a pre-crisis level of functioning

Crisis Intervention


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Primarily home or community-based Focuses on assessment of strengths, adaptation

of existing coping skills, and development of new ones

Seeks to restore people to pre-crisis levels of functioning

Accepts content at face value Validates the appropriateness of reactions to the

event and its aftermath and normalizes the experience

Has a psycho-educational focus

Crisis Counseling or Support


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Recognition◦ The person realizes she/he is not coping

Attempted Resolution◦ Person strives to solve problem◦ Person involves others to help

Emotional Blockage◦ Emotions become overwhelming ◦ Intensity and duration of frustration impact the

physiology of the person◦ Self-doubt grows◦ Self-talk is defeating

Crisis Process


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Step One: Listen Step Two: Assess Step Three: Develop an action plan Step Four: Close

Four Steps to Crisis Intervention


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Elements of listening Establish rapport and trust Identify precipitating problems Help the person deal with, identify, and

diffuse feelings Techniques for listening Use first names; ask if it OK to use the

person’ first name Use content questions Ask or use feeling questions or statements

Step One: Listen


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Elements of Assessing◦ Determine the severity of the crisis◦ Assess potential lethality or physical harm to the

person or others◦ Identify coping patterns, strengths, and resources

Techniques for Assessing◦ Find out if the person is suicidal, homicidal, or

both◦ Find out to what extent the crisis has disrupted

the person’s normal life pattern Daily routines with family, friends, work, etc.

Step Two


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Techniques for Assessing◦ Find out if the level of tension has distorted the

perception of reality◦ Find out how the person deals with anxiety,

tension, or depression – have they been proactive◦ Find out what coping methods were used in the

past – do they have a variety◦ Find out if family and social resources are

potential resources – positive or negative◦ Find out what the person used as support systems

in the past – WRAP or traditional system

Step Two (cont.)


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Elements of Developing an Action Plan◦ Selectively choose and use appropriate approaches to

action planning◦ Assist in modifying previous inadequate coping skills◦ Negotiate a contract or action plan◦ Select appropriate referral resources ◦ Plan for immediate action and implementation

Techniques for Developing an Action Plan◦ Use three basic approaches:

1) Start by being non-directive2) Be collaborative by working together on a joint plan3) Be directive if the person does not or will not make a plan

Step Three: Develop An Action Plan


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Techniques for Developing an Action Plan◦ When making an action plan, keep it simple and

manageable◦ Keep the action plan short-term – 24 hours to

three (3) days◦ Keep the action plan achievable and focused◦ Plan for follow-up provisions◦ KISS method

Keep it simple stupid

Step Three: Develop An Action Plan (cont.)


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In order to successfully assist a person to resolve the crisis, a helper must begin, not at the start of the situation, but at the end, with the overwhelming emotions.

Deal with the person’s feelings Develop coping skills and alternatives People in crisis are easily influenced Personalize the solutions Empathize your understanding of what the situation means to the person Encourage the person to identify the problem

Resolution Of A Crisis


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VI. Cultural Issues


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To describe culture is to describe the values, beliefs, behavioral norms, and social structures common to a group of people.

Culture is learned from the following:◦ Children’s caretakers◦ Religious ceremonies◦ Community celebrations◦ Art◦ Literature◦ Stories passed down from generation to

generation

Culture


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1. Value Diversity2. Have the capacity for cultural self-

assessment3. Be conscious of the “dynamics” inherent

when cultures interact 4. Institutionalize cultural knowledge5. Develop adaptations to service delivery

reflecting an understanding of diversity between and within cultures

Essential Elements to Cultural Competence


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Develop Awareness◦ Admit personal biases and prejudices◦ Value diversity

Acquiring Knowledge◦ Attend classes◦ Read about other cultures

Developing and maintaining Cross-Cultural Skills◦ Develop diverse friends◦ Learn another language◦ Overcome fears

Steps To Becoming Culturally Competent


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VII.Suicide


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Over 32,000 people in the U.S. die by suicide each year A person dies by suicide every 16 minutes in the U.S. 90% of all people who die by suicide have a diagnosable

psychiatric disorder There are four male suicides for every female suicide,

but twice as many females as males attempt suicide Suicide is the fifth leading cause of de3ath among those

5 -14 years old Suicide is the third leading cause of death among those

15 – 24 years old The suicide rate for men rise with age, most significantly

after age 64 More than 30% of persons suffering from major

depression report suicidal ideation

Suicide Facts


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Psychiatric disorders Past history of attempted suicides Genetic predisposition Neurotransmitters Impulsivity Demographics

Risk Factors For Suicide


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A suicide crisis is a time-limited occurrence signaling immediate danger of suicide. The signs of crisis are:

◦ Precipitating event◦ Intense affective state in addition to depression◦ Changes in behavior◦ Changes in speech◦ Changes in actions◦ Deteriorating in functioning

Suicide Crisis


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Observable signs of serious depression Increased alcohol and/or other drug use Recent impulsiveness and taking

unnecessary risks Threatening suicide or expressing a strong

wish to die Making a plan Unexpected rage or anger

Warning Signs Of Suicide


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Take it seriously◦ 75% of all suicides give some warning to a friend or

family member Be willing to listen

◦ Ask what is troubling them◦ Ask if the person is suicidal◦ Let them know you care

Seek professional help◦ Be active in encouraging the person to seek

professional help◦ Use your knowledge of resources in the community

In an acute crisis

When You Fear Someone May Take Their Own Life


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In an acute crisis◦ Get the person’s name, phone #, and address◦ Tell them you are going to get them help◦ Call 911

Follow-up on treatment◦ Call the person back until help arrives◦ Take an active role in assuring the person is

helped

When You Fear Someone May Take Their Own Life


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1. Know that you are not responsible for a successful suicide

2. Pay attention to the following:i. Actions- the caller may mention to you:

Giving away possessions Withdrawal Loss of interest in hobbies Abuse of alcohol or drugs Reckless behavior Extreme behavior changes Impulsivity Self-mutilation

How Can the WLR Help?


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2. Pay attention to the following:ii. Feelings(desperate, angry, worthless, lonely, sad,

hopeless, and helpless)iii. Thoughts/Phrases

I won’t be needing this anymore I can’t take it anymore The world would be better off I wish I could go to sleep and never wakeup

iv. Physical Lack of interest in appearance Loss/change in sex interest Disturbed sleep/appetite Physical complaints Increase in energy

How Can the WLR Help? (cont.)


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2. Pay attention to the following:v. Reviewing the risk

Ask if they have a plan – the more specific a plan the higher the risk

Explore their pain level – is it unbearable Explore their personal resources – the less resources

the higher the risk Explore background factors – is there a history of

suicide3. Prioritize safety

i. Determine if they have taken steps to harm themselves

If yes – call 911



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3. Prioritize safetyii. Determine if they have taken steps to harm

themselves – if not Assess high or low risk by going back to whether

there is a planiii. Ask about their thinking on suicide – the gains

and the lossesiv. Determine ways to dismantle the suicide plan

with the caller How can we flush the pills down the drain Where can you put the knife so it is not accessible Who can you connect them to at this moment



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Do:◦ Take a positive strength-based approach◦ Be calm and understanding◦ Use constructive – information giving questions◦ Define the problem – remove confusion◦ Reframe, rephrase, and restate what the person

has shared◦ Mention the person’s personal ties –

family/friends◦ Emphasize the temporary nature of the problem

The Do’s Of Suicide


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Don’t:◦ Sound shocked by anything the person shares◦ Stress the shock and embarrassment that the

suicide would be to the family before you are certain that isn’t exactly what she/he hopes to accomplish

◦ Engage in a debate with the suicidal person because you may only lose the debate, but also the person. You do not want them to be in a position to defend suicide (teeter-totter metaphor)

The Don’ts Of Suicide


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Establish good contact ASK about suicide Collaborate Assess the risk Discuss supports available Agree on an intervention Debrief and self-care

Suicide Call Checklist


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VIII. Mental Health


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Approximately 26% of Montanans have a diagnosable mental health disorders

Mental Illness is the leading cause of disability in persons 15-44

Females adults have higher rates of serious mental illness (6%, compared to men at 4%)

In 2006 Americans spent over $57 billion dollars on mental health services ($8.9 billion was spent on children)

Mental Health Disorders


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Serious mental health disorders include:◦ Major Depression◦ Schizophrenia◦ Bipolar Disorder◦ Borderline Personality Disorder◦ Social Anxiety Disorder◦ And Post-Traumatic Stress Disorder◦ Among others

Mental Illness like EVERY other illness can be treated

Despite popular/current opinion people with mental illness are more likely to be victims of violent crime rather than the perpetrator

Mental Health Disorders (cont.)


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IX. Self-Care And Stress Management


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Psychological and physiological response to events that upset our personal balance in some way.

Biological stress response is meant to protect and support us.

Stress response feels like:◦ Heart pounding in the chest◦ Muscles tensing up◦ Breaths coming faster◦ Every sense is on “red alert”

What Is Stress?


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The nature of the stressor A crisis experience Multiple stressors of life changes Your perception of the stressor Your knowledge and preparation Your stress tolerance Your support network

Risk Factors For Stress: Your Vulnerability


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StatementI’m able to adapt to change easilyI feel in control of my lifeI tend to bounce back after a

hardshipI have close, dependable

relationshipsI remain optimistic and don’t give upI can think clearly and logicallyI see the humor in situationsI am self-confident and strongI believe things happen for a reasonI can handle uncertaintyI know where to turn for helpI like challenges and change

Check If You Agree

Characteristics of Resilient People


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Get connected Use humor and laugh Learn from your experiences Remain hopeful and optimistic Take care of yourself Accept and anticipate change Work toward goals Take action Learn new things about yourself Think better of yourself Maintain perspective

Tips To Improve Resiliency


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Burnout: a defensive response to prolonged occupational exposure to demanding interpersonal situations that produce psychological strain and inadequate support

Counter-transference: occurs when a helping person’s unconscious or unresolved issues resurface when working with a client with similar issues

Vicarious trauma: a disruption of the helping person’s unique internal response in reaction to repeated exposure to traumatic material

The Helper’s Burden


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Take a bath, light some candles, use relaxation techniques Turn phones or lights off for 30 minutes Take at least 30 minutes for “alone time” Listen to music, watch a favorite TV show, buy a new

outfit Journal, paint, or draw Indulge in your favorite ice cream Get a massage, soak your feet, get a facial Join a local gym, book club or church group Sign up for a class Exercise – walk, bike ride Call or visit a friend Celebrate yourself Take a swim, plan a picnic, lay out in the sun

Ideas for WLR’s Self-Care


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X. Child And Elder Care


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Elder care, sometimes referred to as long-term care, includes a wide range of services that are provided over an extended period of time to people who need help to perform normal activities of daily living because of cognitive impairment or loss of muscular strength or control.

Elder care can include rehabilitative therapies, skilled nursing care, palliative care, and social services, as well as supervision and a wide range of supportive personal care provided by family caregivers and/or home health care agencies.

Elder care may also include training to help older people adjust to or overcome many of the limitations that often come with aging.

Elder care can be provided at home, in the community, or in various types of facilities, including assisted living facilities and nursing homes.

Long term elder care is may not be paid for by Medicare and additional conditions may apply, regardless of where it is provided.

Elder Care – What is it?


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The Department of Health and Human Services administers a wide variety of senior based services for Montana residents who are age 60 or older.

Programs and services are primarily delivered by a network of 10 Area Agencies on Aging which reach all geographic areas of the state. Their goal is to provide services that allow seniors to remain independent.

More information on those programs can be found at http://www.dphhs.mt.gov/sltc/index.shtml

The Long Term Care Ombudsman program (LTCOP), established in all states under the Older Americans Act (Title 7), works on behalf of residents in long term care facilities and Assisted Living facilities.

A listing of Ombudsmen locations by Area Agency on Aging can be found at http://www.dphhs.mt.gov/sltc/aboutsltc/Contacts/Ombudsmen%20.pdf

To report elder mistreatment contact 1-800-551-3191

Mental Health America of Montana 73

Elder Care in Montana – Where to look?

http://www.dphhs.mt.gov/sltc/index.shtml

http://www.dphhs.mt.gov/sltc/aboutsltc/Contacts/Ombudsmen%20.pdf

Child care (or "childcare" or "babycare" or "daycare") means caring for and supervising children usually from 0–8 years of age.

The three main types of child care options for most American working families include in-home care, family child care, and child care centers.


Child Care – What is it?

The Montana Department of Public Health and Human Services administers a variety of programs aimed at expanding access to and improving the quality of care and education for preschool children.

Choosing child care is one of the most important decisions a family can make. Here are some factors you may wish to consider:◦ Is the facility licensed or registered by the State of Montana?◦ Does the caregiver seem warm and friendly? Does he or she seem to

enjoy children?◦ Is the caregiver knowledgeable about children’s emotional and physical

development?◦ Does the caregiver serve nutritious meals and snacks?◦ Does the caregiver plan age-appropriate activities?◦ Does the home or facility employ appropriate safety measures?◦ Does the caregiver respect your family and cultural values?



To search for a licensed or registered child-care provider in Montana by name or city, visit http://ccubs-sanswrite.hhs.mt.gov/MontanaPublic/ProviderSearch.aspx

For help in selecting a child-care provider, contact the Montana Child Care Resource & Referral Network at (866) 946-6776 or by visiting http://www.montanachildcare.com/.

To get help paying for child care visit the DPHHS website at http://www.dphhs.mt.gov/programsservices/childcare.shtml ◦ The Department offers Best Beginnings child-care scholarships to qualified low-income

families who send children to licensed child-care centers, registered group or family child-care homes, or legally unregistered child-care providers.

◦ Each family participates in the cost of that care by making a co-payment based on family income.

◦ Scholarships are also available to families who get cash assistance through the Temporary Assistance for Needy Families (TANF) program while they participate in Family Investment Agreement activities and demonstrate a need for child care.

To report a possible case of child abuse or neglect, call toll-free 866-820-5437



http://ccubs-sanswrite.hhs.mt.gov/MontanaPublic/ProviderSearch.aspx

http://www.montanachildcare.com/

http://www.dphhs.mt.gov/programsservices/childcare.shtml

XI. Sexual And Relationship Violence


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1 out of every 6 American women has been the victim of an attempted or completed rape in her lifetime. 1

17.7 million American women have been victims of attempted or completed rape.1

9 of every 10 rape victims were female in 2003.2

Sexual Assault and Rape of Women (statistics)


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About 3% of American men — or 1 in 33 — have experienced an attempted or completed rape in their lifetime.1

In 2003, 1 in every ten rape victims were male.2

2.78 million men in the U.S. have been victims of sexual assault or rape.1

Sexual Assault and Rape of Men (statistics)


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15% of sexual assault and rape victims are under age 12.33

◦ 29% are age 12-17.◦ 44% are under age 18.3◦ 80% are under age 30.3◦ 12-34 are the highest risk years.

Girls ages 16-19 are 4 times more likely than the general population to be victims of rape, attempted rape, or sexual assault.3

93% of juvenile sexual assault victims know their attacker 4

◦ 34.2% of attackers were family members.◦ 58.7% were acquaintances.◦ Only 7% of the perpetrators were strangers to the victim.

Sexual Assault and Rape of Children (statistics)


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Victims of sexual assault are:

◦ 3 times more likely to suffer from depression.

◦ 6 times more likely to suffer from post-traumatic stress disorder.

◦ 13 times more likely to abuse alcohol.

◦ 26 times more likely to abuse drugs.

◦ 4 times more likely to contemplate suicide.


Effects of Rape

National Sexual Assault Hotline ◦ 1.800.656.HOPE

National Sexual Assault Online Hotline◦ http://apps.rainn.org/ohl-bridge/

MT Domestic Violence/Sexual Assault 24 hr Crisis Line ◦ 406-259-8100 or ◦ 1-800-6657867

Friendship Center (Helena)

◦ Hotline: 800-248-3166◦ Website: http://thefriendshipcenter.org

The Voice Center (Bozeman)

◦ 406-994-7069◦ http://www.bozemanhelpcenter.org/sacc.php


Where To Get Help After An Assault

http://apps.rainn.org/ohl-bridge/

http://thefriendshipcenter.org/

http://www.bozemanhelpcenter.org/sacc.php

XII.Addiction


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Substance abuse affects an estimated 25 million Americans.

In terms of people who are affected indirectly such as families of abusers and those injured or killed by intoxicated drivers, an additional 40 million people are affected.

Alcoholism is a progressive disease and afflicts 10 million adults and 3 million children.

An estimated 12.5 million Americans are addicted to other drugs such as sedative-hypnotics or barbiturates, opiates, sedatives, hallucinogens and psychostimulants.

Substance Abuse and Mental Health


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Warning Signs/Symptoms◦ Using the substance on a regular basis (daily,

weekends or in binges). ◦ Tolerance for the substance. ◦ Failed attempts to stop using the substance,◦ Physical and/or Psychological dependence.◦ Withdrawal symptoms (delirium tremens,

trembling, hallucinations, sweating and high blood pressure), and in some cases dementia.

Substance Abuse and Mental Health


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Alcohol and Drug Services of Gallatin County Intake: 406-586-5494 or http://www.adsgc.org

Boyd Andrew Community Services Transitional Living Facility (Helena) Intake: 406-443-2343 or http://www.boydandrew.com

Montana Chemical Dependency Center 406-496-5400

Al-Anon ◦ 1-888-4AL-ANON or http://www.al-anon.alateen.org/meetings/meeting.html

Alcoholics Anonymous ◦ 888-607-2000 or http://www.aa-montana.org

A.A. Helena 406-443-0438 The Drinker’s Check-Up http://www.veterandrinkerscheckup.org

an anonymous self-guided online tool that allows you to develop a better understanding of your drinking and the risks involved.


Substance Abuse and Mental Health – Where to get help

http://www.adsgc.org/

http://www.boydandrew.com/

http://www.al-anon.alateen.org/meetings/meeting.html

http://www.aa-montana.org/

http://www.veterandrinkerscheckup.org/

Warm Line Responder Training


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Documents

Montana Warm Line